资源简介

SHARKS: DANGEROUS OR ENDANGERED
Unit Title Earth first
Students 45 senior one students Duration 45mins
Lesson Understanding ideas Topic Sharks: Dangerous or Endangered
Teaching philosophy The whole design is based on the New English Curriculum Standards. In this lesson, the text analysis is under the certain theme of context and whole unit and students’ English core competences which are language ability, cultural awareness, thinking quality and learning ability would be taken into consideration and improved through activities. This is an instructional design based on the student--centered teaching philosophy. In this lesson, in order to help students have a better understanding of this passage, the teacher will design some activities to guide and help students do team work and self-study to cultivate their critical thinking and learning ability.
Text analysis Thematic context : human and nature Genre: expository text Source of text: The teaching material of my lesson is chosen from 2019 Foreign Language Teaching and Research Press, Book 2, Unit 6, Earth first. And the topic is from, Understanding ideas, Sharks: dangerous or endangered. What: In this passage, the author introduces because of a film, sharks are regarded as dangerous animals, which directly causes people’s shark killing and finning. As a result, sharks are endangered. After realizing our misunderstanding of sharks, people start to call for shark protection. Why: The author hopes to explain people’s misunderstanding of sharks and raise people’s awareness of shark protection. How: The story goes based on Peter Benchley who writes the book the film Jaws is based on. Because of the film, people see sharks as dangerous animals and start to kill them, which makes sharks endangered. However, because Peter changes his view on sharks and encourages people to protect sharks, people learn more about sharks and want to protect them from extinction.
Students analysis What they have My 45 students are in senior one, the first year of senior high school. Actually, most students have mastered some reading strategies, like scanning, skimming and getting the main ideas, but most of the time, they just read for grades. And as a teenager, they have got some information about sharks from videos, books or pictures, but they are difficult to distinguish the information they get. What they need In this lesson, I expect my students to read for meaning, and during the reading process, they would improve their ability of organizing and analyzing information to form logical and critical thinking and to explore the meaning behind lines. And after learning this passage, they would have a right understanding of sharks and have awareness of protecting sharks.
Teaching objectives By the end of this lesson, my students would be able to: 1.illustrate how the film Jaws and Peter influenced people’s view on sharks. 2. learn to look at things and words with critical thinking. 3. make a poster about shark protection.
Focal and difficult points Focal points: Students will understand the theme of this passage-- people need to keep in harmony with sharks and learned to look at things with critical thinking. Difficult points: Students can organize and analyze information to know that actually, people as a danger to sharks, rather than the other way round. And sharks need our protection. Students can realize that famous people or things have great impact on us, but we need to look at them with critical thinking.
Teaching methods Activity-based teaching method，Situational teaching method, Cooperative learning method.
Teaching aids Blackboard, PPT
Teaching procedures
Parts /Time Teaching activities Purposes
Teacher’s activities Students’ activities /Learning styles
Pre-reading 8mins Step1. Lead in 1.Plays a video named “Save the Sharks” and asks students to describe them. 1). What words would you use to describe sharks 2. Plays a video clip from the film “Jaws” and guides students to talk about the opening scene. 2). What can you see in this video clip 3). What words would you use to describe sharks Step 2. Prediction 1.Guides students to focus on the title “Sharks: Dangerous or Endangered ” and the pictures in the passage. Then, answer. 1). Can you guess what the text is about Watch the two video clips carefully and answer the questions. (Class work) Focus on the title and the pictures in the passage. Think about and answer the questions to predict the content of this text. (Individual Work) 1.To arouse students’ interests about this topic. 2.To create a context and lead to the topic. 3.To learn some new key words, like, shark, scared endangered. To lead students to read this passage easier and more purposeful with the guide of the prediction.
While-reading 20mins While-reading 20mins While-reading 20mins While-reading 20mins Step3. Fast reading 1.Read for structure 1.1 Asks students to read the passage quickly and divide it into 3 parts and talk about what each part mainly talks about. 1.2 Ask students to read this passage quickly again and match the main idea with each paragraph. Step4. Detailed reading Ask students to read Part -1 and finish the following tasks. Asks students to read Para.1 and 1). What happened to this woman in the opening scene of the film “Jaws” 2). What the film is about Was it successful 3). How did this film affect people’s view on sharks 4). What does “long-held idea” mean 1.2 Asks students to read Para.2 and answer the following questions. 1).How did people describe sharks Or how did they feel when they think of sharks (circle adjectives or adjective phrases to present) 2). What did people start doing 2.Read Part2 and ask students to finish the following tasks. 2.1 Read Para.3 2.1.1 Read the first 2 sentences and answer. 1). What’s the result of people’s activities 2). People kill sharks just because they are afraid of them 2.1.2 Read the rest of sentences in Para.3 and answer. 1). What is finning 2). What’s the process of finning How do you feel it 3). Why do people need shark fins 3). What’s the result of finning 2.2 Read para.4 2.2.1 Read the first 3 sentences and answer the four questions. 1). Who’s Peter Benchley 2). What did he think of the effects of finning And 3).What did he see when he was diving in 1980 (Read the awful sight Peter saw together) 4). How do you think Peter felt after diving 2.2.2 Read the rest of sentences in Para.4 and fill in the blanks. 1). How did he change his view on sharks 2). what did he do from that day 3.Analyze the blackboard design and asks students to think. 1). Are sharks really dangerous 2).Do people kill sharks purposely Do their behavior causes sharks endangered 4.Read Part3(Para.5) 1). Did everyone who watched the film Jaws became afraid of sharks 2). What did they do 3). Do you think this is a way to protect sharks 4). What do people want to do today And how many people Read the passage to divide it into 3 parts and talk about what each part mainly talks about. (Individual Work) Read the passage quickly again and match the main idea with each paragraph. (Individual Work) Read Para.1 and fill in the blanks. (Team Work) Read para.2 to circle adjectives or adjective phrases which present people’s feeling and their description on sharks. and answer question. ( Individual Work) Read the first 2 sentences and answer questions. ( Individual Work) Read the rest of sentences in Para.3 and answer questions. ( Individual Work) Read Read the first 3 sentences and answer the four questions. And read the awful sight Peter saw together ( Individual Work/ Class Work) Read the rest of sentences in Para.4 and fill in the blanks. (Pair Work) Read the mind map on the blackboard and answer questions. ( Individual Work) Read Para.5 and think carefully. Then, answer these questions. ( Individual Work) To let students get the structure and general meaning of this passage. To assist students to understand the writer’s purpose in writing this passage. To help students learn people think sharks are dangerous To let students know the results and reasons that people kill sharks. To guide students to learn about shark finning and realize people’s behavior is cruel. To guide students to know many sharks are dead because of people’s killing. To help students understand people’s views on sharks are wrong. But people’s behavior causes sharks endangered. To guide students to realize maybe we can not make sure whether sharks are dangerous or not, but we can make sure people make sharks endangered To assist students to realize that nowadays more and more people start to protect sharks To guide students to be critical to famous people’s words and videos
Post-reading 15mins Step5. Brainstorming Asks students to work in teams of 4 to discuss as a senior high school student, what can you do to protect sharks 2.Asks students to think about what they can learn after reading this passage. Work in teams of 4 to discuss the things senior high school students can do to protect sharks. (Team Work) Work in teams and think about the enlightenment they can get from this passage. To raise students’ awareness of shark protection. To cultivate students’ critical thinking. To help students realize the necessity of protecting sharks.
Assignment 2mins 1.Let students make a poster about shark protection. 2.search on the Internet and find other animals which face the same situation as sharks. 1.Make a poster about sharks 2.search on the Internet and find other animals which face the same situation as sharks. ( Individual Work) To encourage students to put their random ideas into poster To encourage students to use a wealth of learning resources
Blackboard Design
Sharks: Dangerous or Endangered

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